Africa

Emergent dynamics in education development cooperation: A focus on civil society and higher education institutions’ participation ⁠– 2EdCo

Research on and development of teacher education in South-Africa (RDTESA)

During the spring 2022 a research proposal, Learning to Design - Designing to Learn (LDDL) was prepared in tight collaboration between the researchers at the universities of Helsinki and Johannesburg. It aims to develop and research: 1) science- technology, engineering and mathematics or STEM teaching and learning and 2) learning through the design of digital artefacts, such as robots in the contexts of the South African early- and middle grades primary school curriculum in low-income area of South-Africa. We are interested about pupils’ learning of creative, critical and computational thinking skills and, in general, the transversal competences pupils will need in post 4IR era.

Training-of-trainer services in technical and vocational education training (TVET) theory and pedagogical practices

The “Training-of-Trainer Services in Technical and Vocational Education Training (TVET) Theory and Pedagogical Practices” project develops and pilots Liberia’s first vocational teacher education curricula for pre-service and in-service teachers. Special focus is put on the development of special needs pedagogy skills, so that TVET education would be more accessible, and the teachers would be better equipped for taking into account the needs of different learners. Work-life relevance and entrepreneurial skills are the other focus areas of this project. The project is commissioned by the Liberian Ministry of Education and the Ministry of Youth and Sports and financed by EU’s “Youth Rising – EU Support to Technical and Vocational Education and Training for Young People in Liberia” – funds and SIDA’s “Promoting youth employment by supporting technical and vocational education in Liberia” -funds. UNIDO is the technical manager of the project.

Education for sustainable and rational approach to the use of medicinal plants in Benin: Co-constructive pedagogical strategy, research, and dissemination of good practices

Phytomedicine is an integral part of the healthcare system in many African countries, and in Benin 80% of population rely on medicinal plants as their primary source of medication. Our project is based on the idea that establishing a sustainable and rational approach to the use of medicinal plants in Benin requires complementary activities targeting both higher education on phytomedicinal research and the popularisation of good practices in medicinal plants use among traditional healers. Our four-step implementation plan will allow us to produce more precise data on training needs (step one), before strengthening teachers’ pedagogical practices (step 2), then strengthening researchers working in the field of the valorisation of medicinal plants (step 3) and finally impacting the actors of traditional medicine (step 4). Overall, these activities aim to promote internalization of teachers, researchers and students within the participating institutes and to promote long-lasting research and education collaborations between them.

Finland-Ghana collaboration in hybrid teacher education (CocoEd)

The CocoEd project develops research-based hybrid teaching and learning in Ghanaian teacher education. With digital technologies becoming powerful tools to enable remote communication, collaboration and learning, there is more flexibility to organise both virtual and face-to-face teaching and learning according to specific needs and the changing situation. This flexibility is especially important in areas lacking qualified teachers, but also in emergencies such as pandemics and political conflicts. The project seeks to research and develop feasible and practical alternative means for remote learning by paying attention that poor internet connection is a reality in Ghana. A Mini-ÅAU-Campus initiative by Åbo Akademi University provides an interesting research context to test, try, and research new solutions for hybrid pedagogy. The CocoEd project re-establishes, widens and strengthens the long-term collaboration between the University of Helsinki, Åbo Akademi University, and the University of Cape Coast, Ghana.

Learning to design – Designing to learn (LDDL)

The “Learning to design – Designing to learn” (LDDL) project is a research collaboration between the University of Helsinki and the University of Johannesburg and aims to ensure inclusive and equitable quality education as well as to promote continuous learning opportunities for all. We will conduct research on pupils learning in post 4IR era through the design of digital artifacts, such as Lego-robots, videoclips, and reports in the context of science, technology, engineering, and mathematics (STEM) teaching and learning. The proposed project will support researchers and teachers in research-practice partnership (RPP) design STEM project-based learning (PBL) modules, which engage primary pupils in designing digital artifacts in order to research pupils’ design processes and their learning of transversal and sustainability competences, especially creative, critical and computational thinking skills in low-income areas of South Africa and in Finland. RPP will support researchers and teachers learning and the adoption of the designed innovative teaching modules.

New directions in development studies and sustainability: Reconsidering global challenges and local realities

The “New directions in development studies and sustainability: Reconsidering global challenges and local realities” project consists of collaboratively designed and delivered intensive courses, entailing exchange of development studies doctoral students and staff. It focuses on theoretical knowledge, writing and research skills as well as curriculum design collaboration, to provide significant long-term benefits to all partner institutions. The project structure consists of two in-person intensive course exchanges, two virtual exchanges, two virtual seminars as well as routine virtual team collaboration on curriculum development and coordination, joint research, and publication activities. Current paradigms and curricula in development studies around the world have become outdated and detached from global dynamics and local realities. This is clear when considering the United Nations’ Sustainable Development Goals (SDGs) and the African Union’s Agenda 2063. Analysis and understanding of the relationship between global challenges and localities is more relevant now than ever. The courses address topics proposed by the African partner HEIs, including: localisation of SDGs; multilateralism and recolonisation of Africa; climate change and agriculture; economic partnerships, trade, and international cooperation.

Research-based and future-oriented curriculum review and development for teacher education in Kenya (REFORD)

The REFORD Project refers to “research-based and future-oriented curriculum review and development for teacher education” at the University of Nairobi and Strathmore University, Nairobi, Kenya. It aims to support students to acquire skills needed in 21st century life and the labour market. The project curriculum will align with the Competency Based Curriculum (CBC), launched for basic education in Kenya in 2017. The current focus is on rolling out CBC in higher education institutions and teacher education. The research to be conducted under the proposed project will specifically strengthen the designing of curricula, improve the quality of delivery of teacher preparation programmes, and thus, strengthen the preparedness of the higher education institutions to implement the CBC. The future horizon is changing constantly. Education in the Global South must meet aspirations of sustainability. To expedite the achievement of Sustainable Development Goal 4 (SDG 4), educational structures need to provide relevant competences, models, and a future-oriented mindset that sustains our 21st century lives.

The developmental dynamics in motor and early numeracy skills in children who are at risk of mathematical learning difficulties – A cross-cultural comparison across African countries (AEN-Africa)

The “Active early numeracy in Africa” project will produce new scientific knowledge by investigating the development dynamics of early numeracy and motor skills learning among young African children. There is a growing learning crisis in African countries, thus targeted instruction and structured cost-effective pedagogy strategies are needed. To answer this, we develop and test the effectiveness of 8-weeks interventions (combined early numeracy and motor skills, motor skills, and an early numeracy intervention) with 180 children aged 5-6 years, who are performing low in early numeracy, to prevent mathematical learning difficulties. We control individual variation in executive function, language, fine motor skills, and socioeconomic variables. We collect a longitudinal sample with 600 children, measuring early numeracy, motor, language, executive functions skills, and physical activity. Based on the results, and with our teacher-researcher ecosystem, we develop open access materials and support for teachers and other stakeholders, related to early numeracy learning and learning difficulties in Africa.